Teaching students metacognitive strategies early in their college years can help them adopt and sustain effective study strategies throughout their college training. Although metacognition training has been shown to improve performance, very few studies have investigated the impact of metacognitive instruction on students’ study strategies in chemistry. Using qualitative methods, we investigated general chemistry students' perceived study strategies before a 50-minute metacognition lesson and immediate gains on study strategies, students’ buy-in to adopting metacognitive strategies and the impact on exam letter grades, and transfer of the metacognitive strategies to other STEM courses. Findings showed a shift from rote memorization strategies to adapting higher-order study strategies and better grades for students who reported a positive impact of the instruction. Additionally, a majority of the participants reported the use of learned strategies in other courses. Detailed findings and implications for practice will be presented.

Changing how they learn: The impact of metacognition instruction on study strategies of general chemistry students

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ACS Fall 2022

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